NSF Org:	DRL Division Of Research On Learning
Recipient:	UNIVERSITY OF ROCHESTER
Initial Amendment Date:	September 30, 2002
Latest Amendment Date:	August 27, 2007
Award Number:	0227603
Award Instrument:	Standard Grant
Program Manager:	James Hamos DRL  Division Of Research On Learning EDU  Directorate for STEM Education
Start Date:	October 1, 2002
End Date:	September 30, 2009 (Estimated)
Total Intended Award Amount:	$2,426,078.00
Total Awarded Amount to Date:	$2,779,655.00
Funds Obligated to Date:	FY 2002 = $2,426,078.00 FY 2004 = $154,706.00 FY 2007 = $198,871.00
History of Investigator:	Judith Fonzi (Principal Investigator) Judith.fonzi@rochester.edu
Recipient Sponsored Research Office:	University of Rochester 910 GENESEE ST ROCHESTER NY  US  14611-3847 (585)275-4031
Sponsor Congressional District:	25
Primary Place of Performance:	University of Rochester 910 GENESEE ST ROCHESTER NY  US  14611-3847
Primary Place of Performance Congressional District:	25
Unique Entity Identifier (UEI):	F27KDXZMF9Y8
Parent UEI:
NSF Program(s):	MSP-TARGETED AWARDS
Primary Program Source:	04000203DB NSF Education & Human Resource 04000405DB NSF Education & Human Resource
Program Reference Code(s):	1792, 9177, SMET
Program Element Code(s):	179200
Award Agency Code:	4900
Fund Agency Code:	4900
Assistance Listing Number(s):	47.076

ABSTRACT

In this MSP project, the University of Rochester partners with the Greece, Penfield and Rush-Henrietta School Districts as well as a consortium of twenty-three rural districts through the Genesee Valley Board of Cooperative Educational Services (GVBOCES) in an effort to develop effective ways to foster the mathematical content knowledge necessary for a successful implementation of reform mathematics curricula. The three suburban Rochester districts are in various stages of the adoption and implementation of curricula while the rural districts are in the early stages of a curricular reform process. Together, the districts in this partnership serve roughly 28,000 students. Other partners in this work are the Education Development Center, Horizon Research and WestEd.

For curricular reform to succeed, the partners believe that multiple constituencies need to be engaged in practices that enhance mathematical knowledge including K-12 teachers and other school support personnel, parents and other influential community members, and mathematicians and mathematics educators who prepare future teachers. To this end, they will:
* Offer a series of reform mathematics courses, each focusing on different sets of mathematical concepts addressed by the adopted curricula and targeted to the various constituencies in such a manner that they will experience learning mathematics similar to ways in which students learn the discipline;
* Train teacher leaders to facilitate mathematics case discussions involving in-depth analysis of student thinking; and
* Engage various groups in evening chats about school mathematics reform, with a special emphasis on understanding goals and expectations for student learning of mathematics; chats will involve different combinations of mathematicians, mathematics educators, K-12 teachers, parents and community members.

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